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Environment & Geography代寫

 
Unit Convenor:
Dr. Jessica McLean ()
office: E7A612; email: Jessica.mclean@mq.edu.au; ph: 9850 8393; fax: 9850 6052

 INTRODUCTION AND UNIT OVERVIEW
Ideas about environment ... and resources are not neutral. They are political in origin and have political effects.
David Harvey 1974 Population, Resources and the Ideology of Science. Economic Geography. 50(3):273
Welcome to ENVG340. ENVG340 is a three credit point third year human geography unit. It provides a broad
social science, and specifically human geography, perspective on the social context of resource management.
ENVG340  is  part  of  the  human  geography  curriculum  and  interdisciplinary  programs  in  environmental
management, planning, museum studies, development studies and culture change and Indigenous studies.
ENVG340 attracts a diverse range of students seeking to enhance their understanding of and/or employment
prospects  in  fields  of  environmental  affairs  and  natural  resource management.  Students  from  all  sorts  of
backgrounds  bring  a  wealth  of  insight,  understanding,  knowledge  and  questions  from  their  previous
experiences, and we strongly encourage you to learn from each other as well as staff and the texts that we use
in  the unit. ENVG340 also services students with an  interest  in  Indigenous  rights,  issues of social  justice and
sustainability,  and  critical  debates  in  human  geography.  It  builds  on  and  supplements work  undertaken  in
related units, particularly ENV118, ENV267, ENV300, ENV301, ENVE362 and ENVG380. 
The World Turned Upside Down
Leon Rosselson
(Reproduced with the kind permission of Leon Rosselson)
 
In sixteen forty nine to St George's Hill
A ragged band they called the Diggers came to show
the people's will.
They defied the landlords, they defied the laws,
They were the dispossessed reclaiming what was
theirs.
We come in peace, they said, to dig and sow.
We come to work the land in common and to make
the wasteland grow
This earth divided, we will make whole
So it can be a common treasury for all.
The sin of property we do disdain.
No-one has any right to buy and sell this earth for
private gain.
By theft and murder they took the land
Now everywhere the walls rise up at their command.
 
They make their laws to chain us well.
The clergy dazzle us with heaven or they damn us into
hell.
We will not worship the God they serve,
a God of Greed who feeds the rich while poor folk
starve.
We work and eat together, we need no swords.
We will not bow to masters, nor pay rent to the lords.
We are free, though we are poor.
You Diggers all stand up for glory, stand up now.
From the men of property the orders came.
They sent their hired men and troopers to wipe out the
Diggers' claim.
Tear down their cottages, destroy their corn.
They were dispersed, only the vision lingers on.
 
You poor take courage, you rich take care.
This earth was made a common treasury for everyone to share.
All things in common. All people one.
We come in peace. The order came to cut them down.
 
The sub-title of the unit - worlds turned upside down - is a central metaphor of the unit signifying the impact
of resource management systems on the people(s) whose  lives are embedded within them.  It derives from a
compelling  account  of  resistance  to  the  imposition  of  an  inappropriate  resource management  system  on  a
group of agricultural producers in England in the seventeenth century
1
. Many similar examples could be drawn
on to show how competing approaches to resource management have long been a source of social conflict. It
is this tension and conflict which is examined in some detail in this unit.
In  considering  the  impacts  resource management  systems  can  have  (their  potential  to  turn worlds  upside
down) and  the  role of  the REM professional  in achieving  ‘better’  resource and environmental management,
ENVG340 takes you on what we hope is a powerful journey that will develop your skills and understanding of
the challenges and imperatives of natural resource management activities in the complex, diverse and rapidly
changing circumstances that characterise contemporary resource management systems. 
Another key metaphor that we draw on is that of a professional ‘toolkit’. In assisting you to develop and refine
your  own  professional  toolkit  ENVG340  takes  you  through  three  basic  steps:  ‘Ways  of  Seeing',  ‘Ways  of
Thinking',  and  ‘Ways  of  Doing'.  As  the  unit  develops  you  are  challenged  to  consider  how we  see  resource
                                                           
1  Also see Hill, C. 1972 The world turned upside down: radical ideas during the English Revolution, Temple Hill, London. Malouf, D 1994 Remembering Babylon, Vintage, London offers another
perspective on these issues.   3
management systems, how we think about what we see and how we act upon what we see and think – how
we  do  ‘better’  resource management.  In  engaging  with  what  ‘better’  resource management might mean,
ENVG340 considers issues of values, ethics and power. 
The metaphor of a ‘hall of mirrors’  is drawn on to illustrate the way so many societies construct the resource
management systems that govern the relationships between people, environments and resources. In exploring
this metaphor, you will be expected to begin to see how values and  ideologies that are often represented as
‘objective’,  ‘universal’ or  ‘common sense’ are actually contextualised as reflecting  the  interests and values of
particular groups – and are  implemented with significant  implications for human and non-human beings. You
will  also  be  challenged  with  the    notion  of  situated  engagement  whereby  we  propose  that  processes  of
engagement  with  human  and  non-human  beings  are  fundamental  to  developing  improved  practices  and
outcomes in resource management systems.
The politics of resource management can be reviewed and evaluated from a range of perspectives or vantage
points  which  are  generally  considered  unhelpful  or  irrelevant  by  professional  resource  managers.  These
perspectives  turn  upside-down  the  taken-for-granted  world  of  institutional  politics,  conventional  power
structures  and  even  dominant  social  values.  The  position  developed  in  this  unit  is  that  many  of  these
perspectives  -  the  perspectives  of  women  in  resource  geopolitics,  resource  communities,  Third  World
populations,  the  point  of  view  of  workers  in  resource  industries,  future  generations,  and,  perhaps  most
dramatically of all,  the perspectives of  the world's  Indigenous peoples  - have been  rendered  invisible by the
dominant ways of  thinking about and practising  resource management, and  that our  resource management
systems have been  less than adequate (and often more than merely disruptive) as a result. The emphasis on
Indigenous peoples reflects my active  involvement with  Indigenous peoples and their rights and knowledges.
There  is plenty of scope  in your assignments  for you to explore areas of  interest to you.  In other words, this
unit's  emphasis  on  Indigenous  peoples  is  intended  as  an  exemplar  of  wider  processes  at  the  heart  of
professional practice in resource management, rather than the locus of its concerns.
Learning Outcomes and Graduate Capabilities
ENVG340 targets four principal learning outcomes:
1.  To equip you with a practical knowledge and understanding of the context and  impacts of contemporary
resource management issues.
2.  To  provide  a  range  of  conceptual  tools  to  enable  you  to  think  about  and  respond  to  the  geographical
politics of resource management in a rapidly changing world.
3.  To develop  critical  awareness of  and  skills  in  the discipline of  human  geography  in  relation  to  resource
management, including key concepts of place, space-time, environment, culture and scale.
4.  To challenge you personally by turning your world upside down in ways that encourage you to see issues
from a number of perspectives and vantage points.
 
As  a  result  of  completing  this  unit,  you  will  have  demonstrated  competence,  knowledge,  skills  and
understanding  in  the  following areas. This should enable you  to put  forward a strong  resumé  to prospective
employers,  or  provide  incisive  support  in  various  advisory  roles.  You  should  have  a  knowledge  and
appreciation of:
?  Social  theory  and  the  need  to  develop  a  relational  framework  for  thinking  about  complexity,
multiplicity, context, dynamism and power in resource management.
?  The strengths and  limitations of human geography  in resource and environmental management,  in
particular an appreciation of the importance of a critical understanding of scale politics.
?  The complexity of relationships between place-based conflicts over resource management and wider
social processes and scale issues of environmental and social change.
?  The wider relevance of the experiences of Indigenous peoples in the field of resource management
to the professional practice of resource managers and environmental activists.
?  The use of case studies as a research method in social science and resource management.
?  The  practices  and  theoretical  frameworks  surrounding  work  in  participatory  planning,  co-
management,  community-based  natural  resource  management,  environmental  justice,  social
impact assessment, resource negotiations, capacity building and collaborative research.
?  A multicultural literacy in ‘reading’ the landscape, enabling you to critically engage with landscapes
as cultural terrains reflecting and reinforcing power relations.
?  The ways in which values and ethical issues affect resource and environmental management.   4
?  A range of generic skills are also enhanced  in ENVG340  including critical  reading skills,  information
literacy skills (including further development of research skills), synthesis of complex materials, cross-
cultural sensitivity, environmental sensitivity, listening skills and writing and negotiating skills.
You will be expected to review your performance against the Graduate Capabilities Portfolio provided to
students in ENV118. ENVG340 also specific aims to develop the following Macquarie University Graduate
Capabilities: 1. Discipline Specific Knowledge and Skills; 2. Critical, Analytical and Integrative Thinking; 3.
Problem Solving and Research Capability; 4. Creative and Innovative; 5. Effective Communication; 6. Engaged
and Ethical Local and Global citizens; and, 7. Socially and Environmentally Active and Responsible.
Teaching and Learning Strategies and Workload Expectations
ENVG340  aims  to  be  a  challenging  and  stimulating  unit  that  not  only  engages with  and  critiques  resource
management but also reflects on our role as potential REM  ‘experts’ within that system. To achieve the unit
aims of not only  considering how REM  systems have  turned worlds upside down, but also  to  turn our own
worlds upside, it is important that you open yourself up to the challenge of the unit and put the required effort
and energy into it through actively doing the necessary preparation, assignments and tasks. I expect you to be
motivated in relation to a unit that is demanding yet rewarding. 
ENVG340 considers the role of universities and education  in REM systems and actively embeds your  learning
as students within the wider context of the ‘real world’. It aims to offer you as many opportunities as possible
to  engage  with  your  role  as  a  student  and  potential  professional  resource  manager  through  up-to-date
material,  case  studies,  hypotheticals,  simulation  exercises  etc.  I  expect  you  to  draw  on  and  share  your
experiences, expertise, aspirations and passions not only  for your assignments but also  for class  (and  iLearn)
discussions and exercises. 
The intention of ENVG340 is to allow you to pursue specific personal interests in the topics covered, while also
providing you with sound principles for working in the field. One thing that you should bear in mind, therefore,
is that the unit assumes that you do have some personal interests that you want to pursue through unit-based
research  exercises.  The  importance  of  these  matters  should  not  be  underestimated  as  you  do  this  unit,
because many of you will find that it is not quite what you assumed would be covered in a unit with the title
"Resource Management". In other words, I expect you to put the effort in to developing a sense of where the
unit is going, and how  it is getting there,  in order to understand why you are challenged to tackle conceptual
as well as empirical information. 
It  is  expected  that  undergraduate  students will  commit  at  least  3  hours  per week  per  credit  point  in  their
studies.  Thus,  in  addition  to  attending  weekly  classes  for  3  hours,  students  in  ENVG340  are  expected  to
complete appropriate reading, research and other activities equivalent to at least 9 hours per week. Thus the
total workload for this unit should be considered as a minimum of 9 hours per week throughout the semester.
 
Study Modes
ENVG340 is available in internal and external study modes.
Internal: The unit will run as a  lecture series (2 x 1 hour  lectures weekly), and a tutorial program (1 x 1 hour
tutorial weekly). Please note that all students can also listen to or download digital audio recordings of lectures
through Echo360 Lecture Recordings (formerly known as iLecture) although it is preferable for you to come to
lectures, especially as we try to encourage interactive discussions:
 
Lectures 
Wednesday 12noon-1pm (C4A315) 
Wednesday 1pm-2pm (C4A315)
 
Tutorials
Wednesday 11am-12noon (E8A188)
Wednesday 3pm-4pm (E8A188)
Wednesday 4pm-5pm (E8A188)
 
External: The tutorial program will be fully covered during the on-campus session (April 6th) and online. Please
note externals must  read all  the necessary preparatory  readings prior  to  the on-campus  session  for  it  to be
successful.
All students please note: Non-attendance at tutorials without explanation may result in failure in this unit. It is
compulsory for external students to attend the on-campus session unless other arrangements are negotiated
with me in writing.   5
Assessment requirements
All students in ENVG340 are required to submit three pieces of work for formal assessment. Failure to
complete any single item of assessment may result in failure of the unit. Details of each assessment task are
provided later in this unit guide.
 
Task   %  Due Date  Linked
Learning
Outcomes
Linked
Graduate
Capabilities
Brief Description
1. Professional
submission
20%  Internals: due 5pm Mon 25 March 
Externals: received by COE by Wed 3 April
1,2,3,4  1,2,4,5,6  1000 word submission
2. Research
essay
 
40%  Internals: due 5pm Mon 6 May
Externals: received by COE by Mon 6 May 
1,2,3,4  1,2,3,5,6,7  2500 word research essay
3. Review
paper
25%  Internals: due 5pm Weds 12 June 
Externals: received by COE by Weds 12
June 
1,2,3,4  1,2,3,4,5,6,7  1000 word review
4. Tutorial
reading and
participation 
15%    1,2,3,4  1,2,3,4,5,6,7  Attending and participating
in tutorials/on-campus
session incl. the required
readings.
Technology Used and Required
ENVG340  provides  all  students with web-based  support  using  iLearn.  If  you  need  help with  iLearn  please
contact  Jess as soon as possible. The unit website will be maintained  regularly, providing you with copies of
lecture PowerPoint slides either before, or as soon as possible, after each lecture. 
 
Changes from 2012
This  is the third year that ENVG340 will be run as a 3 credit point unit (rather than a 4 credit point unit) and
the  assignments  have  been  further  redesigned  for  this  alignment  based on  feedback  from  2011  and  2012.
Specifically,  the  first  assignment  has  been  adapted  to  have  further  application  to  ‘real  world’  resource
management, and the second assignment, the research essay, is supported with in class discussion of abstracts
and  planned  essay  structures,  in  the  hope  that  this will  result  in  better  structured,  researched  and  argued
research essays. This  is the second year that the unit has used the new  iLearn web system and any feedback
for  improving  the  web  interface  is most  appreciated.    Differences  in  case  study material  also  brings  new
perspectives to the themes that form the unit's core messages.   
Required and recommended texts
Required textbook: 
Howitt,  R.  2001  Rethinking  Resource Management:  justice,  sustainability  and  Indigenous  peoples,  Routledge,
London  (about $85.00)  is based on  the  ENVG340  teaching program and presents  conceptual and  case  study
material on unit themes from around the world. It includes detailed bibliographies and guides for discussion.
e-Reserve:  Additional  required  and  optional  readings  for  the  unit  are  available  through  e-Reserve
().
Recommendations for further reading: Based on your  interests, you should consider some of these texts for
your professional library:
Altman,  J  and  Kerins,  S  2012  People  on  country:  vital  landscapes,  Indigenous  futures.  The  Federation  Press,
Sydney.
Burarrwanga, L.L., Maymuru, D, Ganambarr, R., Ganambarr, B., Wright, S., Suchet-Pearson, S. and Lloyd, K. 2008
Weaving  Lives  Together  at  Bawaka,  Northeast  Arnhem  Land.  Centre  for  Urban  and  Regional  Studies
University  of  Newcastle,  Newcastle.  This  book  is  co-authored  by  2  colleagues,  4  Indigenous  women  from
north-east Arnhem Land and myself, and gives a small insight in the craft of weaving and the role it plays in the
Yolngu cosmos. Copies will be available in the Co-op Bookshop (money raised by the book goes directly to the
tourism enterprise owned and run by the Burarrwanga family).
Hay, I. 2012 Communicating  in Geography and the Environmental Sciences, Oxford University Press, Melbourne
(4th edition). If you are studying other Human Geography units, you should consider purchasing this book as it
is a very useful manual for work in this field. Copies will be available in the Co-op Bookshop.
Lane, M., Robinson, C. and Taylor, B 2009 Contested Country: Local and regional natural resources management
in Australia. CSIRO Publishing, Collingwood.
  This book  reviews  the  rescaling of governance within Australia over  the  last decade,  specifically  focussing on
the impacts of the Natural Heritage Trust program. Copies will be available in the Co-op Bookshop.   6
Rose,  D.B.  1996  Nourishing  Terrains:  Australian  Aboriginal  views  of  landscape  and  wilderness,  Australian
Heritage  Commission,  Canberra.  This  beautiful  book  draws  on  anthropologist  Debbie  Rose’s  deep
understanding of Aboriginal  cultural  values  and ecological  vision  to  fashion one of  the most  compelling  and
accessible  accounts  of  the  basis  for  a  respectful  reconciliation  of  Australians  yet  published.  Highly
recommended as a foundation for the unit – and a wonderful present for people you want to help see things
differently!  This  book  is  no  longer  in  print  but  the  text  can  be  downloaded  from

Weir,  J.  2009 Murray River  Country: an  ecological dialogue with  traditional owners. Aboriginal  Studies Press,
Canberra. This  is quite a brilliant book  that explores  the  interplay of multiple perspectives on environmental
and social change  in Murray River Country.  It offers a rich case study of how people, place, water and culture
interact in contemporary Australia. Copies will be available in the Co-op Bookshop.
TUTORIAL PROGRAM AND READINGS
The tutorial program in ENVG340 is designed to provide a balance between practical, theoretical and empirical
aspects  of  your  investigation  of  resource  management.  The  program  parallels  the  lecture  program  as  it
progresses  through  the  formulation  of  your  toolkit  and ways  of  seeing,  thinking  and  doing.  It  also  aims  to
equip you with a practical experience  in issues of power, knowledge, communication and interaction through
the notion of ‘situated engagement’. This notion is explored throughout the unit through a metaphor of a hall
of mirrors, transforming mirrors into windows and engaging in situated places. The tutorial program will allow
you to ‘practice what the unit preaches’ by considering with your tutor and fellow students your own strengths
and weaknesses, how you can build on your strengths and address your weaknesses, what assumptions you
carry, how you can recognise, challenge and unsettle your assumptions, the importance of context, what you
can  learn from each other, and how you can co-construct knowledges and values  in order to achieve  ‘better’
processes and outcomes.
Attendance at tutorials is an integral part of the ENVG340 experience. The tutorials provide an opportunity to
ask questions, discuss problems and develop your understanding. You are adult learners, and if you choose not
to attend, that is your choice, but your marks will suffer and you risk not meeting the requirements to pass the
unit. If you do not understand what is going on in tutorials, you are unlikely to do well in any of the set tasks
for assessment. The final review paper will also rely on familiarity with material from the tutorials.
Each session requires preparation by everybody. You are all expected to do at least the required reading for
the tutorial (see individual weeks below) and to participate on the basis of your preparation. You should get
into the habit of writing critical abstracts of the papers and chapters you read as part of your preparation for
tutorial sessions. You are urged to adopt a systematic approach to your reading and recording of ideas  in the
unit. You may find it useful to keep a journal of your ideas, insights, frustrations and findings. It is not possible
to  assess  these  journals, but  it would  be  a  valuable  learning  tool  if  done  systematically  and  regularly,  and
would be extremely helpful in dealing with the final assignment.
External students will complete the majority of tutorial exercises during the on-campus session. In preparation
for this session, external students should maintain consistent reading schedules and stay in touch with  iLearn.
External students will be able to access staff through iLearn to discuss issues from their weekly reading.
 
Reading in ENVG340
The required text Rethinking resource management was specially written for this unit. The readings available
on e-Reserve are also essential to understanding the unit. You are expected to purchase a copy of the textbook

conceptual  domain  of  this  field  as  perhaps  the  most  difficult  and  demanding  part  of  the  unit.  You  will,
however, need  to  tackle  this difficulty
2
. This  is a 300-level University unit and you are expected  to  learn  the
appropriate terminology (note a glossary is available on iLearn). You do need to prepare yourself for this new
language as your "reading" for this unit may bring to your notice many unexpected materials and require you
to  exercise  new  levels  of  critical  appraisal  of  information,  values,  ideologies,  intentions  and  media  of
expression. These are necessary  skills  for  the  literate  resource manager. Your  literacy will also be extended
beyond reading the literature towards "reading the landscape" and “sensing country” in new ways - sensitising
yourself to the ways of seeing the land used by different groups under different circumstances. This emphasis
on a widely-defined "professional  literacy" builds on your work  in ENVG267 and  is an  important part of  the
unit.
TUTORIAL PROGRAM
 
PART I: INTRODUCTION (and disorientation) – setting the terms of reference
Week 1:  NO TUTORIAL 
There is no tutorial in week 1. Please obtain a copy of the required text. Copies of these will be available in Reserve, but it
is preferable for you to have your own copies to refer to in classes. Raise any queries on iLearn.
You also need to do the required reading - the introductory discussion in Chapter 1 of the set text by Howitt (pages 3-23).
This section of the book offers an overview of the unit and the approach adopted in it. It finishes with the first of a series
of brief case  studies which argue a proposition.  In  this case,  it  reviews  the experience of Mohawk warriors  in suburban
Montréal in 1990 with the proposition that ‘we all live in Oka’. 
It would be a good  idea to commence an ENVG340  journal, where you could record your reading,  including brief critical
abstracts of each paper, and notes on your understanding of readings in relation to the overall unit (and vice-versa). This
exercise will greatly help you with your final assignment.
You should also attend a Library learning session to re-visit some of the skills you should have gained from ENVG267  and
to further equip yourself to do thorough research for your assessment tasks (in particular the research essay). The Library
provides  a  range  of  learning  opportunities  aimed  at  developing  student  capabilities  in  research  and  information
technology. More information is available at: - follow the links to Training.
The  basic  intellectual  proposition  argued  in  ENVG340  is  quite  straightforward,  and  it  is  introduced  clearly  in  the  early
lectures and the first face-to-face session in the tutorial program:
The  everyday operation of  industrial  resource management  systems has profound  effects on both biophysical and
socio-cultural  environments.  The  decisions,  actions  and  omissions  of  resource managers  have  the  power  to  turn
upside  down  the  taken-for-granted  worlds  of many  people  affected  by  resource management  systems  (and  the
prospective worlds of future generations).
Recognising and coming to terms with this power, and the  implications of the ways  in which such power  is constructed,
exercised  and  resisted,  is  an  essential  part  of  your  professional  education  and  the  professional  literacy  of  resource
managers. This is what ENVG340 is about. In assisting you to come to terms with the social, cultural and human aspects of
resource management, ENVG340 puts forward a conceptual framework - a resource managers’ toolkit - which aims not to
give you a specific set of rapidly obsolete skills, but a way of seeing and a way of thinking that equips you to be part of
generating current best practice (ways of doing).
Required reading:
                                                           
2  Please note that students without a strong social sciences background (and even many of you with social science backgrounds) may find it helpful to use (and perhaps even purchase) Bullock,
A and Stallybrass, O, eds 2000 The Fontana Dictionary of Modern Thought, third edition, Fontana, London. There is also a glossary included on the website.     8
Howitt, R. 2001 Rethinking Resource Management: justice, sustainability and Indigenous peoples, Routledge, London: chapter 1
(Worlds Turned Upside Down), pages 3-23. (set text).
Week 2:  Authority and knowledge, teaching and learning
ENVG340 aims to ‘rethink’ resource management as a basis for changing how we act in resource management systems. It
seeks to unsettle the taken-for-granted. To do so, it asks you to engage with ideas and experiences critically and openly.
The  first  tutorial  session offers a general orientation  to  ENVG340 and begins  this process by unsettling and challenging
the  concept  of  knowledge  and  authority.  The  required  readings  focus  on  the  production  of  academic  and  resource
management knowledge. You are asked to read a moving poem by Nicholson challenging the place of ‘expertise’, to read
a piece by  Leah Gibbs  colonial  context of  knowledge production  and  critiquing water  governance,  and  a  reflection on
teaching practice by Richie Howitt, a lot of it reflecting on Richie’s previous experience in teaching ENVG340. Please read
these relatively short papers and prepare a response to the questions below.
In the tutorial, we will discuss the representation of marginalised peoples’ experiences in resource management systems
and  learner and  teacher  responsibilities  regarding  this  in  the context of  tertiary education. You will be asked  to discuss
the following questions:
?  Who has authority in the texts you have read? How do they frame their arguments and what knowledge do they
draw on as legitimate in doing so? 
?  What are the implications of this claim to knowledge and power for university learning and for resource
management practice?
?  As learners and teachers in the resource management field, how do we set the terms of reference for resource
management and what might those terms look like?
Required Reading
Nicholson, B. 2000 Something there is … In: Reed-Gilbert, K (ed.) The Strength Of Us As Women: Black Women Speak, Ginninderra
Press, Canberra (27-30) (reproduced with permission of the poet). 
Gibbs, L.M. 2009 Just add water: colonisation, water governance and the Australian  inland. Environment and Planning A, 41  (12),
2964-2983. doi:10.1068/a41214
Howitt,  R.  2001  Constructing  engagement:  geographical  education  for  justice within  and  beyond  tertiary  classrooms,  Journal  of
Geography in Higher Education 25(2): 147-166.
Optional Reading
Johnson, J. T. 2010 Place-based learning and knowing: critical pedagogies grounded in Indigeniety. Geojournal  DOI 10.1007/s10708-
010-9379-1.
Larsen,  S.  C.  2006  The  future's  past:  Politics  of  time  and  territory  among  Dakelh  first  nations  in  British  Columbia.  Geografiska
Annaler, Series B: Human Geography 88(3): 311-321.
Langton, M.  1995  Art, wilderness  and  terra  nullius.  In:  Sultan,  R.,  Josif,  P., Mackinolty,  C.  & Mackinolty,  J.  (eds)  Ecopolitics  IX:
perspectives  on  Indigenous  Peoples  and  Management  of  Environment  Resources  (Conference  Proceedings),  Northern  Land
Council, Darwin: 11-24.
 
 PART II: WAYS OF SEEING – halls of mirrors
In exploring what is needed to see diversity, the next two sessions challenge you to recognise the ‘hall of mirrors’ one can
become entrapped within – to recognise how easy it is to assume that one way of seeing is the only way of understanding
the world. Putting  yourself  in new  roles  and  thinking  carefully  about  the  role  and definition of  knowledge  in  resource
management systems will assist you in looking beyond the mirrors and in recognising multiple knowledges. 
Weeks 3 and 4:  Negotiating Water (role play)
Understanding  Indigenous  peoples'  experiences  of  resource  exploitation  on  their  country  is  fundamental  to
understanding the basic argument of ENVG340. That argument is that it is imperative for professional resource managers
to be able turn upside-down their own taken-for-granted world views so they can understand the nature and magnitude
of  the  impacts of  'development' on other people. Your  readings  so  far  should have helped you  to at  least glimpse  the
problem. The goal of  these 2  tutorials/role plays  is  to  sensitise you  to  the need  to develop  social, political and cultural
literacy as part of your "resource managers' toolkit". 
In preparing for this first of several ‘active learning’ sessions, you must read the role play materials together with Agius et
al’s recent paper on real world negotiations as well as the section of Rethinking Resource Management on negotiations.
O'Faircheallaigh's  excellent  optional  reading  analyses  the  effectiveness  of  a  range  of  negotiations  between  Aboriginal
groups  and  resource  companies  in  Australia  and Muller  look  at  negotiations  between  Indigenous  people  in  northern
Australia and customs authorities. It  is also desirable for you to read some of the materials  informing this role play (see
the reference list at the end of the scenario). 
This simulation exercise confronts  in a  fairly concrete way some of the most difficult  issues facing professional resource
managers at the moment. Previous students have valued this exercise as they wanted to  feel rather than think about the
issues. There will be an opportunity at the end of the session to discuss the exercise.
Required Reading   9
Role Play scenario and instructions (to be given out in class).
Agius,  P.,  Jenkins,  T.,  Jarvis,  S., Howitt, R.  and Williams, R  2007  (Re)asserting  Indigenous  rights  and  jurisdictions within  a  politics  of
place: transformative nature of Native title negotiations in South Australia. Geographical Research 45(2):194-202. 
O'Faircheallaigh, C. Indigenous Women and Mining Agreement Negotiations: Australia and Canada in Lahiri-Dutt, K (ed) Gendering
the Field Towards Sustainable Livelihoods for Mining Communities ANU ePress, : 87-109.
 
Optional Reading
Howitt, R. 2001 set text: 152-163.
Muller, S 2008 Indigenous payment for environmental services (PES) opportunities in the Northern Territory: negotiating with customs.
Australian Geographer 39(2): 149-170.
 
PART III: WAYS OF THINKING - transforming mirrors into windows
The next two sessions move beyond seeing multiple knowledges and assist you in gaining tools to think about multiplicity
in a constructive and proactive manner. In transforming mirrors into windows and critically engaging with the notion of a
singular, universal truth an understanding of relational thinking is crucial.
Week 5:  Thinking about complexity 
This tutorial requires you to address the difficult problem of how we think about and theorise social change. The chapter
from  the set  text proposes a conceptual  framework based upon relational  thinking,  the philosophy of  internal  relations
and processes of abstraction - a challenging framework which will demand concentrated effort from all of us to grasp, let
alone  constructively  discuss.  The  readings  for  this  tutorial  aim  to  raise  these  concerns  in  the  context  of  practical
discussions  of  Indigenous  knowledges  and  co-existence.  Tutorial  discussion will  focus  on  the  implications  for  resource
management of relational and categorical models of social change and will consider the following questions:
- Is Western Science (and western knowledge) is a good example of categorical thinking? Why/why not?
- Is Yolngu thinking is a good example of relational thinking? Why/why not?
- Does relational thinking provide a useful basis for intervention in resource management systems? How/how not?
- Is talking about relational and categorical thinking an act of categorical thinking?
Required Reading
Christie, M.  1994  Grounded  and  ex  centric  knowledges:  exploring  Aboriginal  alternatives  to Western  thinking,  in  Edwards,  J.  (ed)
Thinking: International Interdisciplinary Perspectives, Hawker Brownlow Education, Victoria: 24-34.
Rose, D.B. and Robin, L. 2004 The Ecological Humanities in Action: An Invitation. Australian Humanities Review Issue 31-32, April 2004
Weir, J. 2010 Cultural Flows in Murray River Country. Ecological Humanities Review Issue 48.
Optional Reading
Howitt, R. 2001 set text Chapter 3, 105-151.
Howitt, R. 2001 Frontiers, Borders, Edges: liminal challenges to the hegemony of exclusion. Australian Geographical Studies 39(1): 233-
245.
Wright S., Suchet-Pearson S., Lloyd K., Burarrwanga L. and Burarrwanga D. (2009) “That means the fish are fat”:  sharing experiences of
animals through Indigenous-owned tourism, Current Issues in Tourism. 12(5): 505-527.
Ingold, T. 2007 Earth, sky, wind, and weather. Journal of the Royal Anthropological Institute, 13(1): 19-38.
 
Week 6:  Rethinking culture-nature 
Part of the purpose of ENVG340 is to move towards a much richer interpretive framework for understanding landscapes
as  the  context  in  which  resource  management  activities  occur.  The  readings  in  this  tutorial  session  consider  the
relationships  between  ‘culture’  and  ‘nature’  from  a  relational  perspective.  Rose’s  reading  (from  her  superb  book
Nourishing  Terrains  which  is  strongly  recommend  to  all  of  you)  looks  at  the  construction  of  sacred  geographies  in
Australian  landscapes.  In doing so, she challenges us  to  rethink  the ways  in which non-Indigenous Australians construct
ideas such as  ‘nature’ and  ‘wilderness’  in ways that render Indigenous property rights (and basic human rights)  invisible
and  irrelevant to decision-making. Again, this  leads us to reconsider the construction of power  in resource management
systems.  The  article  by  Lisa  Palmer  is  an  excellent  case  study  of  the  culture-nature  debate  in  the  context  of  Kakadu
National Park. Goodall and Cadzow’s  introductory chapter about  Indigenous society water relations around the Georges
River  in  Sydney  look  at  the  culture-nature  debate  in  the  current  urban  context.  Optional  readings  include  Ingold’s
wonderful paper which may  turn your world upside down as he  re-animates assumptions about what  it  is  to be alive.
Stoffle  and Arnold  challenge  us  to  consider  the  nature  of  risk  and  give  further  depth  to  re-assessing  our  assumptions
about cultural landscapes and sentience whilst the Nadasdy and Watson & Huntington pieces provide thought-provoking
accounts of human-animal relationships and the relationship between ‘western’ and ‘Indigenous’ knowledges.  
?  Why is consideration of the concepts ‘culture’ and ’nature’ important for resource management?
?  What  are  the  implications  of  a  relational  approach  to  culture-nature  relationships  for  resource  management
practice?   10
Required Reading
Rose,  D.B.  1996  Sacred  Geography  (Chapter  4  in),  Nourishing  Terrains:  Australian  Aboriginal  views  of  landscape  and  wilderness,
Australian Heritage Commission, Canberra: 34-47. 
Goodall, H. And Cadzow, A. 2009 Rivers and Resilience: Aboriginal People on Sydney's Georges River UNSW Press, Sydney. Chapter 1:
Aboriginal people and city rivers: an introduction: 1-25.
Palmer, L. 2007 Interpreting 'nature': the politics of engaging with Kakadu as an Aboriginal place. Cultural Geographies 14(2): 255-273.
Optional Reading
Howitt, R. 2001 set text: chapter 2, pages 75-101.
Ingold, T 2006 Rethinking the animate, re-animating thought. Ethnos 71(1):9-20. 
Uggla, Y . 2010 What is this thing called 'natural'? The nature-culture divide in climate change and biodiversity policy.  Journal of
Political Ecology  17 : 79-91 
Stoffle, R. W. and R. Arnold 2003. Confronting  the angry  rock: American  Indians’ situated  risks  from  radioactivity.  Ethnos 68(2): 230-
248.
Nadasdy, P. 2007 The gift in the animal: The ontology of hunting and human-animal sociality. American Ethnologist 34(1): 25-43.
Watson, A., & Huntington, O. H. 2008 They're here  -  I  can  feel  them: The epistemic  spaces of  Indigenous and Western knowledges.
Social and Cultural Geography, 9(3): 257-281.
PART IV: WAYS OF DOING – situated engagement
The next five sessions examine the notion of situated engagement and encourage you to actively in engage in the situated
place  of  your  tutorial  sessions.  The  sessions  include  opportunities  to  engage  at  conceptual  and  practical  levels  and
challenge you to think carefully about how to do better resource management both in the real world ‘out there’ and the
real world of the university classroom.
Week 7:  Research essay preparation
Please bring the following to the tutorial for discussion in preparation for your research essay.
 
Abstract: 200 words maximum
Essay structure: 1 page
Bibliography: At least 5 key references
 
Please bring a copy of your draft essay abstract (200 words maximum). This needs to be an informative summary of the
content of your essay – concisely describing the theoretical approach, case study, key argument and conclusions – or at
least the sorts of directions you will be taking. Do look at the abstracts of the journal articles you’re using for inspiration.
 
A draft of your essay structure (1 page maximum – double spaced). You may set this out in the way that works best for
you (a table/dot points etc) but you need to give us as clear an idea as possible of how you are going to structure your
essay.
 
A bibliography of at least 5 key references used in your essay. Please include a mix of both theoretical as well as case
study references and reflect on its importance and relevance to your essay.
 
Week 8: Situated engagement: from monologue to dialogue 
This  session  leads  from ways  of  thinking  into ways  of  doing  resource management  by  considering  the  intricacies  and
nuances involved in not only challenging one’s thinking but acting upon news ways of thinking to interact, communicate
and engage in ways which enable what Deborah Bird Rose coins as ‘an ethics of connection’. Although Rose’s chapter may
seem a daunting way to introduce this section, we strongly urge you to engage with it throughout this unit as the rewards
will be great. Suchet expands upon the notion of situated engagement  in  the context of wildlife management, while the
optional  reading by Kamler  and  Threadgold offers  insights  into  issues of  communication  surprisingly uncovered during
their  cross-cultural  research.  The  papers  by  Jacobs  and Mulvihill  and Nightingale  examine  the  institutional  context  of
engagement and the management implications of mixing methods respectively. Please do your readings in the context of
the following questions:
? Why is communication so critical for resource management? What is the difference between monologue and dialogue?
? What factors are important for effective engagement in resource management?
? Why is it necessary for this engagement to be situated?
Required Reading
Rose, D. B. 1999 Indigenous ecologies and an ethic of connection. In Low, N (ed), Global Ethics and Environment. Routledge, London:
175-187.
Suchet, S. 2002  'Totally Wild'? Colonising discourses,  Indigenous knowledges and managing wildlife. Australian Geographer 33(2):
141-157.
Optional Reading
Kamler, B. and T. Threadgold 2003 Translating Difference: questions of representation in cross-cultural research encounters. Journal
of Intercultural Studies 24(2): 137-151.   11
Jacobs, P and Mulvihill, P 1995 Ancient lands: new perspectives. Towards multi-cultural literacy in landscape management, Landscape
and Urban Planning 32: 7-17.
Houston, D. 2008 Crisis and resilience: cultural methodologies for environmental sustainability and justice Continuum: Journal of Media
and Cultural Studies 22(2): 179-190.
Week 9:  Managing the unmanageable: ‘the case of the environmental impasse’ (externals to
complete online)
In  ‘real world’  resource management  systems,  professionals  are  required  to make  decisions,  provide  advice,  and  bear
(some of) the consequences. Considering a complex play of factors, relationships and processes, this tutorial session will
be run as a hypothetical in which you will need to ‘think on your feet’ and consider the important interplay of theory and
practice. We will work through a hypothetical case study of a dispute over land and resource management in the mythical
tropical  country  ‘Equitania’.  Facing  a  range  of  environmental,  economic,  political  and  cultural  challenges,  a  young
ENVG340  graduate  is  trying  to  succeed  in  developing  a  sustainable  forest  industries  project. How will  various  players
respond? How will you respond to the unfolding scenario? How do you respond to the professional advice offered by the
management consultants? You may choose one of two readings for this  tutorial (or of course, you may read both!). The
reading  by  Bunnell  and Nah  compliments  the  hypothetical  as  they  examine  the  situation  of  the Orang  Asli  people  in
Malaysia  and  consider  the  key  issues of  scale  and  place  in  global  transformation while  the paper by Chatterton offers
some hopeful (perhaps Utopian?) directions for finding common ground in adversarial situations.
Required Reading
Bunnell, T. and A. Nah 2004. Counter-global cases for place: contesting displacement in globalising Kuala Lumpur Metropolitan
Area. Urban Studies 41(12): 2447-2467.
Week 10: Representing places: the use of maps 
This tutorial session  involves a guided exercise critically engaging with maps. Understanding how places and  landscapes
are represented on maps is an important aspect of your professional toolkit. Many of the sources and dynamics of place-
based conflicts of resource projects and resource management regimes can be understood from  information on existing
maps.  Complex  issues  of  geographically-based  disputes  can  also  be  presented  in  this  form  to  facilitate  community
understanding. This can be an  important element of  local  scale empowerment  in negotiating the relationships between
Indigenous and exogenous models of resource management. 
This  session will  focus  on  the Ord  and  the  use  of maps  by  using  a worksheet  in  class  and  contextualising  the  issues
through the readings (visual images will also be available on  iLearn). The tutorial will give you an opportunity to consider
the ways in which using maps can provide a foundation for understanding (or participating in) place-based conflicts over
social impacts of a resource project. It focuses on the resolution of native title here, how dams have remade the material
and symbolic  landscape, and a proposed broadacre sugarcane development  that  failed.  In  this  tutorial session, you will
use  a map  and  other  graphical  information  to  compile  a  basis  for  communicating  important  issues  in  the  social  and
environmental  concerns  raised by Aboriginal people  and  community organisations  in  the Ord.  You will be expected  to
debate  the  basis  of  the  conflict  between  the  Traditional Owners  claiming  native  title  acknowledgement,  the Western
Australian Government seeking to resolve native title issues, and the corporation seeking to profit from an agro-industrial
project that would refigure the physical and social dynamics of the already existing Ord irrigation area.   
Required Reading
Arthur,  J.  1997.  An  Unobtrusive  Goanna.  In  Rose,  D  and  Clarke,  A  (eds)  Tracking  Knowledge  in  North  Australian
Landscapes. NARU, Darwin, pp 37-48.  
Optional Reading
Lane, R & Waitt, G. 2001. Authenticity  in tourism and Native Title: Place, time and spatial politics  in the East Kimberley,
Social & Cultural Geography, 2:4, 381-405
 
Week 11:  What happens after project approval? (role play) 
In many resource management systems, the project approval and agreement negotiation phases are often crucial foci for
intervention by various vested interests seeking to exercise influence. A lot of effort is often expended trying to influence
resource management decisions before they are made. The simulation exercise in weeks 3 and 4 should have provided a
basis  for  understanding  some  elements  of  the  cross-cultural  complexities  involved  in  decision-making.  However,  for
affected  communities  and project managers,  these  are  just  the  first phases of ongoing  processes  and  relationships.  In
ENVG340, you are expected to move beyond the  initial decisions to develop a critical understanding of what  is  involved
after decisions have been made and a resource project  is operating. This  tutorial provides an opportunity to synthesise
many of  the key  insights of  the unit and  is a very powerful exercise. You are  strongly urged not  to miss  this  important
session.
In the tutorial/role play you will participate  in an exercise aimed at exploring what roles various actors can and do play
after political, corporate and other decisions have been made and a project  is operational. What  is actually  involved  in   12
monitoring,  enforcing,  reviewing  (by  investors, management,  government, workers  and  affected  communities)? What,
and who,  is  involved  at  different  stages  of  a  project  (construction,  operation,  closure,  rehabilitation)? What  sorts  of
differences result from the sort of resource involved (how exactly will dams differ from mines, for example)?  What sorts
of differences result from geographical specificities and the scale of a project? Your answers to these and other questions
raised in the role play and discussion will assist you in synthesising the unit as a whole, reflecting on its relevance to your
own concerns and aspirations, and re-orienting your world view on the basis of what you think you might have learned in
the process of turning your world upside-down.
PART V: CONCLUSION AND RE-ORIENTATION – reflections on reflections
Week 12:  Ethics, practice and dissent  (externals to complete online)
In  the  final  session  of  the  ENVG340  tutorial  program,  you  are  asked  to  reflect  upon  the  implications  of  your  newly
enlarged  professional  literacy  for  the  sorts  of  employment  you  are  seeking  –  both within  and  beyond  the  context  of
‘resource  management’.  You  are  expected  to  consider  the  ways  in  which  a  multicultural  definition  of  resource  and
environmental management  will  affect  the  work  you  hope  to  do,  and  what  a  literacy  in  the  complex  geopolitics  of
resources and geographies of resource  landscapes might equip you to  ‘see’ and respond to  in real-world settings.  In the
light of Howitt’s final chapter on optimism and justice, you are asked to reflect on the unit as a whole, and challenged to
think  about  your  role  as  geographers  in  the  future  of  resource  and  environmental management  systems.  Louis’s  and
Carter’s  papers  challenge  you  to  rethink  how  ethical  research might  be  conducted  and Wright  et  al’s  paper  describes
innovative ways of reconfiguring teaching-learning-research relationships as relationship building becomes central to the
task of ethical practice.
In preparation  for  the  final assessment  task you will need  to describe  to your  tutorial group a specific a-ha moment or
experience you had in ENVG340 and why it had such an influence upon you. You also need to discuss with the group how
you foresee that moment or experience influencing your future work and employment.
Required Reading
Louis, R.P. 2007 Can you hear us now? Voices from the margin: using  Indigenous methodologies in geographic research. Geographical
Research 45(2):130-139. 
Carter,  J.  L.  2008  Thinking  outside  the  framework:  Equitable  research  partnerships  for  environmental  research  in  Australia.
Geographical Journal 174(1): 63-75.
Optional Reading
Howitt, R. 2001 Set text: chapter 11, 313-323.
Wright, S., Suchet-Pearson, S., and Lloyd, K 2007 An interwoven learning exchange: transforming research-teaching relationships in
the Top End, Northern Australia Geographical Research 45(2):150-157.
ASSESSMENT TASKS
In keeping with unit aims, assessment options offered  reflect  'real world' demands of professional practice.
This  includes asking you to write a professional submission  (Assignment 1), offering an open-ended research
exercise  allowing  you  to  focus  on  an  area  of  interest/expertise  (Assignment  2)  and  not  requiring  you  to
perform under exam conditions (Assignment 3). 
Assignment administration
All students must keep a clean electronic copy of all assignments submitted for assessment.
For  Internal students all assignments  in ENVG340 must be submitted on (or before) 9.00am on the due date
listed.  Assignments  must  be  delivered  to  the  Faculty  of  Science  Student  Centre  (E7A102).  The  Faculty  of
Science Student Centre  is on the ground floor at the western end of building E7A, and opens from 9.00am to
5.00pm on Monday to Friday. Your assignment must be submitted with a Cover Sheet. Please download a bar
coded  coversheet  from  this website  .  The
after hours submission box located at the entrance to E7A is cleared daily at 9.00am, so placing assignments in
this box after the due time will incur a late penalty unless previously approved by the unit convener. You must
attach a copy of the email approval or medical certificates to justify any late submission.
For External students assignments must be delivered  to  the Centre  for Open Education either  in  the  folders
supplied or  via COE’s electronic  submission  system by  the  due  date.  In  both  cases,  you must  compete  and
authorise/sign the declaration regarding academic honesty.
Turnitin
Macquarie University promotes student awareness of information management and information ethics. As
well as training and the provision of general information, the University tackles the issue of plagiarism through
use of this online plagiarism detection tool. Your assignment will be automatically compared to work of your
classmates, previous students from Macquarie and other universities, with material available on the Internet,   13
both freely available and subscription-based electronic journals. The results will be sent only to your lecturers,
who will analyse these in reference to the University's standard Policy on Plagiarism. Further information for
students relating to Macquarie's use of anti-plagiarism software can be found at
.
All assessment tasks for ENVG340 must be submitted to Turnitin as part of the submission process, and the
Turnitin receipt number recorded on the coversheet of each assignment. You will be able to access the result
of the Turnitin scan. As 300 level students I expect you all to review your assignments in light of this result to
ensure you have not plagiarised anyone’s work and also to ensure that you do not overly rely on other
peoples’ words (too many quotes!). Only submit assignments that have under 20-25% identified as
comparable to other work and make sure it is clearly work that is not plagiarised (for example Turnitin can pick
comparable material in reference lists and so on – not everything it picks up is plagiarism). Use this process
constructively to ensure you are referencing correctly and effectively. 
Late penalties
Please note  that  the penalty  for  late  submission of assignments  is 1 mark per day out of  the  total possible
marks  that  assignment  is worth  (i.e.  if  the  assignment  is worth  25%  you will  lose  1 mark  per  day  out  of  a
possible 25 marks; if the assignment is worth 40% you will lose 1 mark per day out of a possible 40 marks). The
late penalty will be calculated from 5pm on the due date  listed for  internal students and from COE’s close of
business  on  the  due  date  for  external  students.  This  penalty  will  be  applied  unless  you  are  granted  an
extension by Jess and provide appropriate supporting documentation. Please talk to (or email) Jess about any
circumstances that affect your assignments before the due date.
Grading and appeal
Each assignment will be marked and commented upon before  return  to you. The mark will be  in  the  form of a graded
letter as  shown on  the  table below and as  consistent with University policy.  If you are uncertain or unhappy with any
aspect of your comments or results please contact myself or your tutor as soon as possible to discuss it. You may appeal
your result in any assignment. 
Policies
Macquarie has a number of policies in the area of learning and teaching. Approved policies and associated guidelines and
procedures can be found at Policy Central:
There you will find the University’s policy and associated procedures on:
?  Assessment
?  Academic honesty
?  Special consideration
Researching in ENVG340
To successfully complete ENVG340 students must complete all the required assessment tasks and key to these
tasks is effective research. 
Researching in ENVG340 - what is expected?
ENVG340  is an advanced Human Geography unit. You will be  required  to undertake  rigorous  research  to complete  the
unit. This will involve skills in identifying, accessing and critically using information, and will generally be limited to use of
secondary  sources. You are  required  to adequately  identify and  list all and any  sources you use  in your work. You are
expected  to  demonstrate  an  ability  to  search  for material  systematically,  for  example  using  the  Library  and  internet
databases effectively. You are also expected to browse  journals relevant to your  interests and topics (some examples of
good journals to browse, or subscribe to their tables of contents, include: Australian Geographer, Geographical Research,
Journal of Environmental Management, GeoJournal, Society and Natural Resources). You should also browse the books in
relevant  parts  of  the  Library,  use  the mass media,  follow-up  listings  in  other  researchers’  bibliographies,  and  explore
specialist libraries. All these strategies are part of the toolkit of a good researcher and you should develop good research
habits now. Failure to demonstrate appropriate research skills in your assignments will incur its own penalty. Please note
that an Internet search is not adequate research for a 300-level essay and Wikipedia is not an appropriate or sufficiently
reliable and robust source for 300-level university work.
Graded letter  Meaning  % equivalent
F  Fail  <49
P  Pass  50-64
Cr  Credit  65-74
D  Distinction  75-84
HD  High Distinction  85-100   14
 
Referencing material from non-conventional sources
From  time  to  time  in  ENVG340  you  will  need  to  provide  references  to  non-conventional  materials  (videos;  radio
broadcasts; ephemera;  information  from  the  Internet and World Wide Web;  interviews you undertake).  In  some  cases
there are  clear  conventions  that you  should  follow.  In other cases, you  should ensure  that when you cite a  source  the
person  reading your work knows where  it  comes  from and  could  find  it  if  they had  to  (e.g.  include a Website address
(URL), or a site on the  Internet  from which you obtained  it, the date you accessed  it and so on). Please remember to
deal  critically with material  sourced  from  the web  –  think  carefully  about  who  is  producing  it,  for what
audience  and what  purpose. What  other material  should  you  be  accessing  to  help  you  think  critically  and
carefully about it?
Professional Submission (Assignment 1)
Due date (internal students):  5pm Monday March 25
Due date (external students):  Received by COE by Wednesday April 3
Maximum word length:  1000 words (including references, appendices and other documentation) 
Contribution to final assessment:  20%
In  this  assignment  you  are  required  to  write  a  public  submission  commenting  on  a  particular
proposal/strategy/guideline/agreement/policy.  The  Submission  needs  to  be  of  a  professional  standard  in
terms  of  writing  and  research  skills  and  it  needs  to  draw  on  what  you  have  learnt  in  ENVG340  to  date,
including ways of seeing and thinking. To write your submission you need to do the following:
1.  Select  a  proposal/strategy/guideline/agreement/policy  etc  to  review:  Many  pieces  of  legislation
require  that  the government agencies  (Commonwealth, State, Territory and Local government)  seek
public opinion when  approving projects,  adopting new  guidelines, policies or  strategies, negotiating
new agreements and so on.  In this assignment you need to research and write your own submission
on one such proposal/strategy/guideline/agreement/policy that  is relevant to resource management.
You can find a variety of environmental proposals/strategies/guidelines/agreements/policies that the
public are invited to make a submission on. For example see the following websites:


?   

2.  Currency and submission
I encourage you to select an issue that is current and to actually submit your submission. This gives
you a taste of what it will be like in many real world work places – where the issues and outcomes are
very real, as are the tight, non-negotiable deadlines! The final assignment for the unit (the unit review)
will require you to reflect back on this process – why did you select the issue you did? Did you actually
submit your review? Why/why not? – so I encourage you to keep a journal reflecting on the process of
doing this assignment. If you are not concerned with making a submission on a current issue, your
submission must be on an issue under 1 year old (please note if you have pressing reasons to review
an issue that is older than one year you need to discuss this directly with Jess).
3.  Professional format:
?  Most government websites contain instructions to the public on what is required in their
submission, please read and follow these guidelines carefully.
?  Use appropriate referencing styles (we prefer Harvard, in-text referencing but you may use others
styles as long as you are consistent).
?  Make sure you clearly identify the issue you are making a submission on, the body you are making
your submission to and your role in the community in your submission (please provide a web link
to the issue you are making a submission on).
4.  Critically review the item for your chosen audience. 
?  Your submission must be critical and not just descriptive of the issue at hand. Clearly and concisely
you must:
a.   identify and evaluate the key points, arguments and values of the item you are reviewing; 
b.  formulate your own argument and position in response to the item;
c.  discuss its relevance to you and key issues in ENVG340; 
d.  back your argument up with valid evidence (demonstrate the foundation for your argument);
e.   and include appropriate recommendations.   15
f.  Stronger submissions will clearly draw on lessons you have learnt from ENVG340 so far, in
particular different ways of seeing and thinking.
?  You must make it very clear to the reader of your submission what is your description of the issue
at hand, what is your critique of the issue and what other sources you are drawing on as evidence
for your argument/position.
This task requires you to use your research, understanding and communication skills to provide information to
a target audience. It is not an academic essay, but good writing and communication is paramount (see marking
criteria below). 
 
 
Professional Submission Assignment - Assessment Criteria
GRADE  COMMENTS
Fail (<49%)  Fail papers will be those which do not demonstrate understanding of basic reference materials, an ability to read them critically or an
understanding of the needs of the review’s audience(s).
Pass (50-64%)  This is the standard required for passing this exercise. To receive a Pass-grade, your submission needs to be within the word limit,
it needs to concisely address the  issues raised, it needs to communicate with the target audience, it needs to be clear and thoughtful and it
needs to demonstrate some understanding of how the issues raised fit into the broader issues of REM raised in the unit. P- submissions will
not present any clear position or argument and will not be formatted appropriately.
Credit (65-74%)  Clear evidence of a clear and critical understanding. Submissions in the Credit range will demonstrate critical understanding of
the material,  the  task,  the  ideas  and  the  audience.  They will  show  both  independence  in  research  and  care  in  framing  an  argument  or
identifying and prioritising information, issues and responses.
Distinction (75-84%)  Some  degree  of  flair,  insight  and  persuasion  and within  the word  limit.  These  submissions will  demonstrate  all  the
characteristics required for a Credit-grade, but may have outstanding features in terms of style (good written communication skills really are
valued in the real world!), thinking (synthesising complexity into a digestible form is also a highly valuable real work skill) or insight (bringing
disciplinary background from other areas to bear on the problem at hand - this is what the REM program is on about in many ways).
High Distinction (>85%) Outstanding presentation of argument and evidence  in a way  that  is exceptionally appropriate  to  the chosen audience
and remaining within the word limit. Submissions awarded a High Distinction will be exceptional pieces of writing that demonstrate all the
characteristics required for a Distinction-grade, but have also managed to provide exceptional sensitivity to audience and  in doing so have
demonstrated exceptional skill in ‘professional’ writing.
Research essay (Assignment 2)
Due date (all students):  5pm Monday May 6 (internal students)
  Received by COE by Monday May 6 (external students)
Maximum word length:  2500 words, excluding bibliography and references
Contribution to final assessment:  40%
Choose one of the following topics and write a research-based essay in response:
1) Resource management and power 
Power is central to the definition, use and management of resources – and so is resistance to its exercise.
Focusing on  a  case  study of  a  resource  sector,  resource  corporation,  and/or  resource project, discuss why  a  relational
understanding of power  is  important for a clearer understanding of the role of power  in resource management systems
and how it may enable government, corporate and/or civil society groups to intervene in resource management systems
more effectively.
2) Resource management and geographical scale 
Scale is a foundation concept in human geography. Two dimensions of scale are well recognised, size and level, yet a third
dimension, relation, is less considered. Relational ideas of scale are important in resource management systems.
Focusing on a case study of a resource sector, resource corporation, and/or resource project, discuss the relevance of a
three dimensional understanding of geographical scale for resource management. Explore the implications of a relational
approach to scale for government, corporate and/or civil society groups.
3) Resource management and social theory
Social theory offers tools for resource managers to think rigorously about complex processes of change and to recognise
the inter-connected social, economic, cultural, political and environmental implications of their actions.
Focusing on a case study of a resource sector, resource corporation and/or resource project, examine the role of social
theory  in understanding and  intervening  in resource management systems. Discuss  the  relevance of your argument  for
corporate, government and/or civil society.
4) Resource management and Indigenous rights 
Contemporary industrial resource management systems have the power to turn upside down the worlds of the
communities they affect. However, communities also have the ability to unsettle and challenge these resource
management systems and offer alternative ways of conceptualising and practicing resource management.    16
Focusing on a case study of a resource sector, resource corporation and/or resource project, discuss the ways Indigenous
peoples and  the  recognition of  Indigenous rights have challenged dominant  resource management  systems. Your essay
should discuss what lessons might be drawn from your argument for government, corporate and/or civil society groups. 
5) Special topic
If you have a particular topic or set of  issues you wish to cover  in a research essay that cannot be addressed within the
four topics set out above, you may define your own topic. You must obtain written permission from  Jess to do this, and
you must  seek  approval well before  the due date.  You must  attach  the  approved question or  topic  to  the  assignment
when you submit it.
Some advice about preparing a 300-level research essay
The purpose of this assignment is to assess your skills in researching and writing up a case of relevant interest
to  you  and  applying  that  case  study  to  broader  issues.  This  gives  you  the  opportunity  to  examine  and
investigate  issues at a depth  that  is not possible  to cover  in  lectures. Please note  that you must not  recycle
case studies and material already submitted as assignments in other units. For example, if you have already
submitted an assignment in another unit which deals with the aluminium industry or Coronation Hill, etc., do
not use this  industry or conflict as your case study  in this assignment.  If  in doubt, please discuss the details
with your  tutor. Any breach of  this  requirement without prior written approval  from your  tutor  (in which
case you will be required to attach the original essay to your ENVG340 assignment when it is submitted to
ensure you do not  recycle material  that has already been assessed) may be picked up by  turnitin and will
result in a fail grade for the assignment. 
From previous experience it is obvious that some 300-level students do not understand the basic standards of
research and writing at this level. You must write an essay that puts forward a proposition or argument  - and
you must ensure that your argument is related (preferably directly and clearly) to the topic and the unit. You
are  expected  to  do  research  -  substantial  library-based  research  and  at  least  some  reference  to  primary
documents (legislation, reports, primary statistical data, company annual reports etc.). A few references to last
week’s Sydney Morning Herald or a  few  Internet sites does not constitute  research appropriate  to  final year
university  students!  You  could  refer  to  the  recommended  text  by  Hay  (Communicating  in  Geography  and
Environmental Science), previous unit notes  (especially ENVG267) and  the Macquarie University Gateway  to
Academic Writing website: for further detailed guidance.
What is the difference between an essay and a ‘research essay’?
For some of you who have not done a  lot of Human Geography or other social science writing,  this exercise
could present you with difficulties. For those more used to writing essays not involving research, it might also
present problems. You are expected not just to put forward an argument, but to demonstrate support for that
position on  the basis of  research. For most of you your  research will be  literature-based  (remember  the set
text, recommended texts, e-Reserve readings and lecture bibliographies are all excellent places from which to
start  your  research).  If  you  are  considering  conducting  any  interviews,  surveys  or  field-based work,  please
discuss  your  ideas  with  Jess  or Marnie  as  this  requires  ethical  clearance,  which  cannot  be  assumed  (see
below). Your essay must put forward a specific proposition and supporting evidence, properly documented. In
a research essay, we expect critical discussion of how you went about the research (method). This might be a
brief discussion early  in the essay, a footnote, or an appendix. Appropriate referencing  is a good  indicator of
research  competence  -  in  a  300-level  research  essay,  we  would  expect  to  see  evidence  of  appropriate
literature  searching, using databases and other  resources  in  the  library, awareness of  recent  literature, and
ability to relate your material to the ideas, not just the case examples, discussed in the unit.
What is an argument?
If any of us read another 300-level essay without an argument (preferably an argument which is clearly related
and  relevant  to  the  set  topic!)  we  might  be  forgiven  for  losing  a  tad  of  our  optimism  about  life!!  Your
argument is the bit that comes within the first couple of paragraphs (and could be clearly stated in an abstract
of your essay), which says something  like: “and therefore, this essay argues that  ...”  It really  is essential that
you are clear about what you want to say, and that you know what evidence you are marshalling to support
your argument, and how it supports it - and what evidence might contradict it!
Writing about complexity
You will quickly realise that the big challenge in dealing with socio-cultural political-economic- and biophysical
aspects  of  resource management  is  to  deal with  complexity.  It  is  this  complexity  that  sometimes makes  a
conventional narrative  style difficult  to  sustain  in presenting your  research essay. For most 340-style  topics,   17
you will need to identify a diversity of “players” and “positions” in the targeted resource management system,
and  identify multifaceted  and  dialectical  links  between  them.  This means  that  planning  your  essay  is more
important than you might realise. You do need to sit down and work out what you are trying to say, what you
absolutely have to have in the essay to support what you are trying to say, what order things need to/might be
able to come in in order to make the sort of sense of the topic that you want us to make, and you need to give
appropriate weight (and word-length) to various elements of your essay. In a 2,500 word paper, this probably
means  that  your  “case  study”,  if  it  treated  as  a  separate  section,  should  probably  be  no more  than  1,250

3. You need to discuss the issues you identify as important in your case study in terms of resource
management.
4. Your essay needs to include at least three levels of discussion - description, analysis and interpretation.
 
 
 
 
 
 
Research Essay Assignment - Assessment Criteria
 
GRADE  COMMENTS
Fail (<49%)  Failed to answer the set question or the approved modification of the set question, relate the answer to coursework, structure an
organised answer, or demonstrate basic understanding of the issues. Poor writing, failure to relate to the unit, inadequate research (failure to
identify basic and accessible information resources relevant to the topic etc) will all push an essay towards the fail grade. This grade indicates
that you are  in danger of failing the unit and you need to seek advice.  If you fail this assignment, you should ensure you consult with your
tutor, and the person who marked the paper. 
Pass (50-64%)  It  is  expected  that  all  essays will  argue  a  proposition.  Essays  in  the  lower  end  of  the  P  range will  probably  be  limited  to  a
descriptive essay. No matter how good, an essay  limited  to  ‘just a  case  study’, with no  conceptual  framework or broader  links  to unit
themes etc will be given a pass grade in the 60-64% range at most. Good essays which demonstrate reasonable research, reasonable grasp
of the empirical material and the conceptual domain, and provide a reasonable argument will also be awarded strong pass grades. This is the
standard required to pass the assignment!  In other words, if you get a good Pass it means you’ve done well in this assignment.
Credit (65-74%)  Clear  conceptual  framework. Demonstrate  good  research  to  support  their  argument.  Argued  a  proposition.  A  convincing
effort to structure an argument should help to nudge an assignment into the Credit range, but remember that everybody has been told that
this is a requirement of the assignment, and that means that the standard for a normal pass will involve some demonstrated effort to do this.
The difference between Pass and Credit range essays will be reflected  in their ability to  focus on the resource management aspects of  the
question and to link that empirical research focus to the conceptual framework used to structure your argument.
Distinction (75-84%)  Commendable flair, convincing argument which  is relevant to the question and the unit and  is well-written and structured,
and has attempted to support an argument with a solid case study. Some Distinction range assignments may put more effort  into applying
the conceptual tools than would  leave room for detailed case studies, but to reach a Distinction grade  in this way, you will need to show a
very convincing grasp of  the conceptual domain covered  in  the unit. All Distinction grade assignments will convincingly demonstrate your
research skills.
High Distinction (>85%)  Outstanding  presentation  of  argument  and  research  evidence  in  a  way  that  reflects  a  deep  grasp  of  the
conceptual issues in ENVG340 while remaining within the word limit. Essays awarded a High Distinction will be exceptional pieces of writing
and  research  that  demonstrate  all  the  characteristics  required  for  a  Distinction  grade,  but  have  also  managed  to  provide  a  genuinely
exceptional demonstration of  research,  theory and expression. This  is a  grade  that will be awarded only where  it  is genuinely earned by
exceptional work.
Review Paper (Assignment 3)
Due date (all students):  5pm Wednesday June 12 (internal students)
  Received by COE by Wednesday June 12 (external students)
Maximum word length:  1000 words max, including bibliography and references
Contribution to final assessment:  25% 
The terms of the review paper will be provided in lectures and posted on iLearn in Week 10. This is not a
conventional essay assignment but a review of what you did (and learnt) in the unit. If you keep up-to-date
with the lectures, tutorial discussions, and reading you should not have to do additional reading to write this
paper. You will be expected to use and reflect upon the unit materials and the work you do for your
professional submission (Assignment 1) and research essay (Assignment 2). The purpose of this final
assessment is not to quantify how much you've learnt of what we know, but to evaluate the quality of your
thinking, learning and responses to the issues and information provided over the semester. 
 
Tutorial reading and participation (Assignment 4)
 
A grade for attending and participating in all tutorials/on campus session including the required readings.
 
Contribution to final assessment:  15% 
 
Internal students:
Tutors will be recording and assessing your attendance based on:   19
 
?  Attendance (please contact your tutor if you cannot attend due to special circumstances)
?  Reading – all students are expected to complete all the required readings for each tutorial (please note
the number of readings does vary between tutorials with some requiring more work than others). 2-3
students will be randomly selected in each tutorial to give a brief critical summary of one reading.
?  Quality participation in role plays
?  Quality participation in class discussions
 
External students:
Tutors will be recording and assessing your attendance based on:
 
?  Attendance at on-campus session and posting of responses to 3 online tutorial activities (please
contact your tutor if you cannot attend due to special circumstances)
?  Reading – all students are expected to complete all the required readings for each tutorial (please note
the number of readings does vary between tutorials with some requiring more work than others). 2-3
students will be randomly selected during the on-campus session to give a brief critical summary of
one reading.
?  Quality participation in role plays
?  Quality participation in class discussions
 
     20
 
SCHEDULE 
 
Week 
Date
Lectures  Tutorial program, Assignments, On-campus session
 
PART I: INTRODUCTION (and disorientation)  
1
27 Feb
1. Worlds Turned Upside Down: introduction and
disorientation
2. A resource management toolkit
No tutorials in week 1
  PART II: WAYS OF SEEING  PART I: INTRODUCTION (and disorientation)
2
6 March
3.  Is seeing believing? Complexity, dynamism and power 
4.  Diversity and multiplicity: Traditional Ecological
Knowledge
Including preparation for role play
Authority and knowledge, teaching and learning
  
PART III: WAYS OF THINKING  PART II: WAYS OF SEEING
3
13 March
5. Categorical and relational thinking
6. Relational thinking and webs of connection in the Ord,
East Kimberley
 
Negotiating water I (role play)
4


9
8 May
17. Environmental Justice and the Los Angeles River

 
You are expected to attend the on-campus session on time as this day will be tightly scheduled and require
participation from all external students to function effectively
 
 

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